SABESACLS LESSON PLANNING RESOURCE GUIDE

SABES/ACLS LESSON PLANNING RESOURCE GUIDE February 2008 Developed by SABES and ACLS Table of Contents I Part I - Overview • Introduction and Definition of Lesson Plan • Why lesson plans? • What are the basic components of a complete lesson plan? • How often should lesson plans be written? II Developing the Basic Components of a Lesson Plan • • • • • Learning Objectives Assessments 11 Activities 14 Wrap-up/Reflection 16 Materials and Resources 19 Appendix A Lesson Plan Templates 21 Appendix B Sample Lesson Plans 28 Appendix C Sample Rubrics 34 Important Information: • • • Periodically check www.doe.mass.edu/acls/frameworks or www.sabes.org (Curriculum link) for updates to this Guide For support, contact your regional Curriculum and Assessment Coordinator; visit www.sabes.org to link to your Regional Support Center or Jane Schwerdtfeger at janes@doe.mass.edu For questions having to with your DOE-funded grant, contact your ACLS Program Specialist Print resources of special note: • • • The Skillful Teacher: Building Your Teaching Skills, by Jon Saphier, Mary Ann Haley-Speca, and Robert Gower (Research for Better Teaching, 2008) Understanding by Design , by Grant P Wiggins and Jay McTighe (ASCD Books, 2005) Planning Programs for Adult Students, by R S Caffarella (Jossey-Bass, 2002) PART I - OVERVIEW This resource guide was developed by ACLS and SABES to help Massachusetts DOE-funded programs meet requirements as set out in the current Guidelines for Effective ABE Programs as they pertain to lesson planning An underlying principle in the Guidelines is that thoughtful lesson planning leads to high quality instruction for adult students This principle is supported by experts in the field This guide works in two ways: (1) It provides clear descriptions of actual requirements, such as the five components to be included in any lesson plan, so that program directors and staff will know what is expected of them as DOE-funded programs (2) It also provides base-line instruction on how to develop good lesson plans as well as templates and samples that teachers can try out The templates and samples are offered not as required models but as suggestions, so that teachers can select or experiment with formats and styles that they find useful to create their own lesson plans As most readers are well aware, standards for student achievement have been at the center of K-12 educational reform for more than 20 years Although adult basic education learning standards are relatively new, they follow the same goal of providing a structured approach for aligning curriculum, instruction, and assessment with curriculum framework standards and benchmarks The adult basic education field in Massachusetts has taken part in the standards-based movement; in our case, experienced practitioners across the state developed ABE frameworks that describe what learners should know and be able to to be successful in achieving their goals Aligning curriculum, instruction, and assessment with the Massachusetts ABE Curriculum Frameworks standards and benchmarks can have many benefits For example, a program that has determined which Massachusetts Department of Education (MADOE) Curriculum Frameworks standards and benchmarks are covered by each class and how transitions are handled between classes has a basic curriculum in place—one that will provide new teachers with direction, make decisions about class placement and advancement much easier, and provide solid bases for each teacher's lesson planning Definition of Lesson Plan The following definition was agreed upon by SABES and ACLS: "A Lesson Plan describes how learning is to be organized and facilitated in the classroom and documents specific plans for teaching It is a written document composed of learning objectives that show alignment with the MADOE ABE Curriculum Frameworks as well as descriptions of all assessments, instructional activities, needed materials and resources, and wrap-up/reflection activities for a particular class or series of classes Lesson plans may take a variety of forms." Why lesson plans? Why not just follow a book, such as Side by Side or a GED test preparation manual, or "wing it" based on experience? Actually, many ABE teachers not write lesson plans and instead rely on the imbedded curricula in commercial materials or just go with their gut However, those teachers who take the time to draw up lesson plans variously report the following advantages: ƒ LPs stimulate teachers to consider more deeply what can and should be accomplished in a class All the elements of a great class modeling, sequencing, reviewing, and checking are more effective if planned for than left to chance ƒ LPs encourage the teacher to think more deeply on the specific needs of each student in the class Thus, the specific needs (which can change often) and learning styles of each student can be considered in planning, as well as the learning and teaching styles of the teacher ƒ LPs provide an excellent basis for discussion between peers, program director and teacher, and teachers and students For new teachers and veteran teachers alike, lesson plans provide good bases for improving program design, planning professional development, and sharing lesson goals with students and even involving them in planning classes ƒ LPs invite teachers to be innovative, to consider a variety of approaches, or try new things that might get better results Human beings, teachers included, get stuck in comfortable habits (i.e., "ruts"), and busy schedules tempt teachers to "wing it" rather than plan out a class Time spent on lesson planning often leads teachers out of their ruts ƒ LPs help teachers be prepared, feel more confident, and deal better with surprises A good lesson plan can help a teacher feel grounded, more confident, and able to foresee challenges and students' questions By the same token, with this grounding the teacher is better able to handle digressions and unforeseen challenges and, ironically, be more flexible ƒ LPs deepen the teacher's own knowledge and skills Thorough lesson planning can push a teacher to make certain she knows the content, understands how to apply the skills to be covered in the planned class or classes, and, after the class(es) assesses how things actually went ƒ LPs can be shared Written curriculum and lesson plans are forms of "captured wisdom" that can be shared with other teachers or adapted to fit another class level, so they don't have to start from scratch every class They can also be given to help teachers new to the program (or new to teaching) a sense of what instruction is like in a specific program ƒ LPs provide a good record of what actually occurs in the classroom Such records can be kept on file to form the bases for future classes, or to help substitute teachers cover classes effectively What are the basic components of a complete lesson plan? The following are guidelines from ACLS A written lesson plan: ƒ describes how learning is to be organized and facilitated in the classroom ƒ documents specific plans for teaching To develop a lesson plan: Determine what will be taught (both content and skills) Formulate the learning objectives for the lesson (e.g., "at the end of the lesson, learners will ") Match what will be taught to 1, possibly 2, of the most applicable benchmarks from the ABE Curriculum Framework (ELA, Math, or ESOL), and identify in the lesson plan If continuing from a previously taught lesson, the benchmark could be the same as the prior lesson Lesson plans contain the following components: Learning objectives: ƒ Develop clear, measurable objectives to guide what will be taught, how learners will be evaluated ƒ Communicate objectives to students at the beginning of class so purpose of the lesson is clear ƒ Identify 1-3 objectives outlining what learners will be able to know/do as a result of the lesson ƒ Reflect students’ goals and assessed needs ƒ Align with the Massachusetts ABE Curriculum Frameworks, especially the standards and benchmarks Materials and Resources: ƒ Provide a range and variety of materials, including authentic materials to the extent possible (e.g., employment application, prescription for medicine, library card application) Activities: ƒ Determine the steps of the activity and how long the activity(ies) will take ƒ Create activities that are clear in focus, engaging and relate to learner interests ƒ Use an introductory activity to get students engaged in the topic and connect to and assess their prior experience, and use that information to adjust the lesson if necessary ƒ Manage "teacher talk" time so learners are active participants throughout the learning process ƒ Make adjustments as needed for students' varied learning styles, learning issues/disabilities, or learners that may have greater knowledge/skill than classmates ƒ ƒ Use (and list) the Framework benchmark(s) to ensure the activity illuminates the learning objective Though brief, add enough detail so other teachers at the program might be able to use the lesson Assessment: ƒ Use to plan and adjust for what will be taught in following lessons, and to provide feedback to learners ƒ Must directly measure whether each learning objective was met, and/or how well it was met ƒ Use a variety of assessment methods to capture learning, allow students with different learning styles to shine, and also so learners may monitor their own progress Wrap up and Reflection for Students (and Teacher): ƒ Devise a way for learners to capture the high points (e.g., what is the goal for learners to take away from the lesson?) ƒ Provide opportunities for learners to actively monitor their own progress ƒ Build in discussion time and ask learners to summarize what they learned or apply what they learned to other contexts in their life Ask learners to evaluate the class or activities; ask for ideas for the next lesson Make sure to allow time for students to process questions and their responses ƒ Reflect on the lesson: what worked well? Did any positive unintended consequences occur, to remember for the next time the lesson is used/adapted? What should be changed in the lesson to be more effective? What to remember about specific learners' needs/goals/accommodations for future classes? How often should lesson plans be written? According to the current Guidelines for ABE Programs, teachers must develop at least one lesson plan per class, per week For example, for an ESOL II class that meets three times per week, the teacher should write at least one lesson plan designed to cover the three classes for the week The plan must also address the five components required by ACLS, as described on the previous page The above guideline is the minimum, however Program directors may decide on greater frequency for individual teachers needing more guidance II DEVELOPING THE BASIC COMPONENTS OF A LESSON PLAN As you will see in the sample lesson plans and templates provided in the Appendices, lesson plans can take a variety of forms Any lesson plan, regardless of format, should contain at least the following five components: Learning Objectives Assessments Activities Materials and Resources Wrap-up and Reflection Let's consider each of these components in turn Learning Objectives: Learning objectives are clear statements of what you want your students to know and be able to as a result of the class or classes They are written in a way that lend themselves to being assessed or measured (e.g., "Students will be able to name and describe the three branches of the federal government with 100% accuracy.") The knowledge and skills they reflect should connect to student interests, goals, and assessed needs, and be guided by the Massachusetts ABE Curriculum Frameworks, particularly the standards and benchmarks Keep the following in mind when developing Learning objectives for a class or series of classes ƒ The content and skills expressed in the Learning objectives should reflect your students' interests, goals, and assessed needs (e.g., content such as "tenants' rights" or skills such as "learn to speak English better".) ƒ The content and skills should connect with one, possibly two, of the applicable benchmarks from the Massachusetts ABE Curriculum Frameworks (e.g., English Language Arts, Mathematics & Numeracy, ESOL) Note which benchmark(s) you plan to address in your lesson plan, either here, in your Activities section, or elsewhere in your plan ƒ Each class meeting should comprise 1-3 Learning objectives, at maximum Any more than will probably prove to be unrealistic in scope ƒ Start with the stem "Students will be able to…" as a handy stepping off point (e.g., "Students will be able to name and describe the three branches of the federal government.") ƒ Wherever possible, a learning objective should be stated in terms of measurable student outcomes (e.g., "Students will be able to name and describe the three branches of the federal government with 100% accuracy", or "Students will be able to identify at least two non-prescription products that reduce fever.") Think of the objective in terms of a verb that will reflect what you wish students to be able to by the end of the lesson (e.g., demonstrate, identify, list, name, describe, evaluate, etc.) A good way to start conceptualizing Learning objectives for a particular class is to consider these "Framing Questions" : What I want my students to be familiar with? Content and skills that answer this question would require only the sharing of information—for example, the names of the planets in our solar system Content and skills at this level might involve very simple activities, such as providing information on a handout, and might be assessed with a simple quiz What knowledge or skills I think are important for my students to know or be able to do? Content and skills that answer this question would require more complex objectives for example, making certain that a student knows how to effectively use a calculator in a GED test might Activities would go beyond sharing information to include perhaps in-class practice, small group work, and/or observed demonstrations by way of assessment What knowledge or skills I think my students must understand deeply and retain? At this level of learning, objectives for the class would be quite sophisticated e.g., be able to navigate social service agencies to get a needed service Activities might require a project-based approach, which could include research, planning, role plays, reporting, and for assessment demonstrations and/or peer critiquing How the content and skills connect with the MA ABE Curriculum Frameworks standards/benchmarks? Use the Curriculum Frameworks as either a starting point for lesson planning (e.g., where standards and benchmarks provide you with ideas) or as something to check against (e.g., where checking a draft plan against standards and benchmarks provides you with additional ideas.) On the next page is a chart of "action verbs" that you can use in designing learning objectives so they will express the level of knowledge or skill, and even the specific kind of skill, that you want your students to demonstrate Note that the verbs are grouped under headings that describe different kinds of learning outcomes Points 1-3 are adapted from Wiggins, Grant P and Jay McTighe Understanding by Design Expanded 2nd Edition Alexandria: ASCD Books, 2005 TABLE OF "ACTION WORDS" FOR LEARNING OBJECTIVES Acquiring Knowledge Enhancing Cognitive Skills Developing Psychomotor Skills Strengthening Problem-Finding and Solving Capabilities Changing Attitudes, Values, Beliefs, and/or Feelings From Caffarella, R.S Planning Programs for Adult Students San Francisco: Jossey-Bass, 2002 Lesson Plan for: Date(s): Materials, etc Learning Objectives CF Standards/Benchmarks: Assessment Activities Wrap-Up/ Reflection Notes & Checks Adapted from SABES training materials 27 APPENDIX B SAMPLE LESSON PLANS On the pages that follow are several Sample Lesson Plans As you will note, they use several of the templates provided in Appendix A The content of each plan has been provided by Massachusetts ABE teachers or adapted from their submissions Examples of both single class and whole week plans have been provided; in practice, however, many "single class" plans end up covering two or more class meetings These samples are provided for guidance to programs and teachers and are not meant as mandatory models 28 SAMPLE LESSON PLAN #1 ESOL II (SPL 3-5) Weekly requests collection from student(s): More about health What is needed for entry-level hospital work, nursing? Selected Student Request(s): personal health information Learning Objectives: ƒ Students will be able to add three new traits re personal health to their evolving personal biographies in writing logs ƒ Students will be able to write a paragraph of at least three sentences that will accurately summarize a short written article ƒ Students will be able to add at least two new vocab words to their writing logs CF Standards/Benchmarks: ƒ ESOL: scan and extract relevant information from a simplified or adapted text; read aloud short simple sentences with minor accent ƒ ESOL: apply knowledge of EL structure and mechanics to read, comprehend text ƒ Check Health Framework about importance of acquiring and applying new vocabulary related to health symptoms Materials/Resources: ƒ Flash cards with Cue words for paraphrasing/summarizing ƒ Handout: Which words you know? ƒ Handout: Doctor's Office/Hospital Introduction: ƒ Go over this lesson plan as overhead or on newsprint Ask for questions, additions, etc Practice I: ƒ Ask for volunteers: "Tell in your own words something you learned from the Florence Nightingale piece." ƒ Talk about paraphrasing, quoting, summarizing ƒ Pass out Cue Cards Have students read aloud: "The author states that " "This article is about " "The main ideas of the article were " Etc ƒ Ask for 2-3 volunteers to use Cue Words to generate a one-sentence paraphrase Practice II: ƒ Small groups: Handout, Which words you know? Ask group leader to report all words known, not known, defined by other groups is possible; collect words not known by anyone on board New list 29 ƒ Small groups: Handout, Doctor's Office/Hospital Ask new group leaders to report answers to questions, words and phrases known/not known Share, collect New list Assessment: ƒ Listen for contributions to paraphrases ƒ Review writing logs for new words ƒ Homework: Add new traits to biographies, check next week Wrap-Up/Reflection: ƒ We covered a lot today: Can someone "summarize" some of the things we learned? What we need to spend more time on? Strategies used for multi-levels: ƒ Be alert for those who should take Handouts home and work on them ƒ set up time to go over responses f2f ƒ Also, move students who need more support into groups with self-directed students _ Adapted from materials provided by Ludlow Area Adult Learning Center 30 Sample Lesson Plan #2 Lesson Plan for Pre-GED Math Class (GLE 4-8) Materials, etc ƒ By participating fully in this class, student will be able to: Learning Objectives ƒ ƒ Activities ƒ ƒ ƒ ƒ Wrap-up/Reflect Assessment Notes & Checks ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ apply perimeter formulas for squares and rectangles in GED word problems with 80% accuracy use calculators to perform basic perimeter calculations with 80% accuracy apply one or more of these new skills to real world applications Review: ask for student volunteer to explain square perimeter formula on board, based on previous class work [10 mins.] Practice model as group on board [10 mins.] using problems 2-6, check work with calculators (Assign L itoya as facilitator, or volunteer?) [30 mins.] Repeat above for rectangles; use problems 7-9 for group practice [50 mins.] Whole class works together on real application: How much materials needed for tablecloth w/ 6-inch fringe for front desk [35 mins.] L earning L ogs Pencils, paper, large erasers Calculators Cracking the GED, p 433, 440, 442 "Tricky Prepositions" for non-native speakers in the class Answer key Tape measure Ask: "What formulas were reviewed today?" "Why are the formulas for squares and rectangles different?" "How might you use these formulas at home or work?" [30 mins or remaining time] I f ready, hand out problems 10, 13, 15, and 16, fifteen minutes Self-check with calculators Answer key Picture, portrait Picture problem: Frame for poster, length in inches Share results with whole class, identify problem areas Need to practice with reverse problems, e.g., where area is given and one or more side measurements are asked for Remember to set aside time for learning log! K eep forgetting that (Volunteer needed for 5-minute warning?) Remind group on erasers, calculators Connections to CFs: ABE M ath Framework Standard 5G-4.2.1 – K now formulas for perimeter, area, and volume; Also, Core Concepts: problem-solving, reasoning; Guiding Principle: lifeskills, tech Habits of M ind: reflection Developed by SABES CACs Team 31 Sample Lesson Plan #3 Teacher: Class Level: GED Writing, GLE 8+ Date: Sept 20 Frameworks/Benchmarks: ELA CF ƒ W2.4a, use quotation marks and apostrophes ƒ W2.4d, use expanded vocabulary with increasing frequency and precision (homonyms) ƒ CT1.1b, 1.2a, 1.2b, 1.3a – relate new information to prior knowledge, group new and prior knowledge, use new and prior knowledge in situations involving opinion (ie, no "right answer") Topics: ƒ Critical thinking discussion on elections, parties ƒ GED test grammar hot spots Related Student Goals: ƒ I nterest in elections ƒ concerns about grammar on GED Learning Objectives: Students will be able to: ƒ orally describe the primary system and the two-party system with 80% ƒ ƒ accuracy identify apostrophes in printed text and explain their functions with 80% accuracy define what "homonyms" are and explain why they are important to identify for competent reading and writing Materials/Resources: ƒ ƒ Steck-Vaughn L anguage Arts, Writing Workbook Newspaper articles with "election" headlines and stories Introduction: ƒ Talk about class attendance, being on time! ƒ Warm-up: Discuss election results, historical implications of Republican or Democratic candidate being ƒ Correct homework, review of comma rules and usage ƒ I ntroduce Apostrophes and Homonyms Activities: elected Why we have a primary system? Part One: ƒ Ask, What you know about apostrophes? ƒ Are there other situations involving apostrophes that we haven't identified in discussion? ƒ Go back to homework page 3: Please circle all apostrophes ƒ I n pairs, highlight apostrophes in newspaper articles; reporter be ready to provide page# , article name, column etc., read sentence aloud and explain why apostrophe was used Part Two: ƒ Has anyone heard of a "homonym"? Can anyone define? ƒ Why are they important for good reading and writing? ƒ Go to pages 212-215; ask, Can anyone identify homonym use in sentences? Oral ƒ Ask, what might this look like on the GED? Part Three: ƒ I ndependent exercise, page 216, # s 1-4 ƒ Check answers ƒ Discuss strategies for test ƒ Just for fun (and review): Read A Short Homonym Story in pairs 32 Evidence of Learning (Assessment): ƒ collect, review apostrophe homework ƒ check independent exercise work on homonyms ƒ individually conduct oral quiz on primary system, two-party system, or more volunteers Ask, "Do we need more parties? Why/ why not?" Wrap-up/Reflection: ƒ Students write points of new knowledge on board ƒ Teacher asks, "I s there something here that you still don't understand? Need more information or examples?" ƒ Comments: M ostly review, not many level benchmarks covered yet M ake overheads of homework pages for next time, many couldn't follow quick oral corrections Adapted from content provided by Brockton Adult Learning Center 33 APPENDIX C: SAMPLE SCORING RUBRICS Learning objectives that involve critical thinking or application of sophisticated skills, such as arguing for a position in a class debate, invite the use of constructed response assessments Many of these types of assessments are task based and/or involve a judgment of evaluation from the teacher For this reason, scoring rubrics are a highly useful tool in making certain that these kinds of assessments are based on objective criteria rather than subjective feelings or personal taste This section contains several sample rubrics, beginning with the rubric used by official scorers of the GED writing essay and ending with a simple rubric designed with students for scoring readings from plays Sharing rubrics with students—or even better, designing in collaboration with them— deepens their understanding of the knowledge and skills that informs the work to be assessed A note on the second rubric: This rubric was adapted from the Arlington (VA) Education and Employment Program's ESOL writing assessment so that this excellent tool could also be used in pre-GED/GED classes 34 Assessment of Oral English Usage Student Name: _ Date: Using this assessment can help you monitor your students’ use of oral English in class Put a check (9) in the box that best describes your students English usage in class Task Rarely Sometimes Often Comments Student listens closely to teacher and classmates Student summarizes what is said in class Student asks for information Student gives information Student gives opinions Student agrees or disagrees Student asks for clarification 35 GED ESSAY SCORING GUIDE (RUBRIC) 3 Inadequate Marginal Adequate Effective Reader has difficulty identifying or following the writer’s ideas Reader occasionally has difficulty understanding or following the writer’s ideas Reader understands writer’s ideas Reader understands and easily follows the writer’s expression of ideas Response to the Prompt Attempts to address prompt but with little or no success in establishing a focus Addresses the prompt, though the focus may shift Uses the writing prompt to establish a main idea Presents a clearly focused main idea that addresses the prompt Organization Fails to organize ideas Shows some evidence of an organizational plan Uses an identifiable organizational plan Establishes a clear and logical organization Development and Details Demonstrates little or no development; usually lacks details or examples or presents irrelevant information Has some development but lacks specific details; may be limited to a listing, repetitions, or generalizations Has focused but occasionally uneven development; incorporates some specific detail Achieves coherent development with specific and relevant details and examples Conventions of Edited American English (EAE) Exhibits minimal or no control of sentence structure and the conventions of EAE Demonstrates inconsistent control of sentence structure and the conventions of EAE Generally controls sentence structure and the conventions of EAE Consistently controls sentence structure and the conventions of Edited American English (EAE) Word Choice Exhibits weak and/or inappropriate words Exhibits a narrow range of word choice, often including inappropriate selections Exhibits appropriate word choice Exhibits varied and precise word choice Downloaded from Hhttp://missouricareereducation.org/pd/GED/EssayScoringGuide.docH (1/29/2008) 36 A W RI TI N G RUBRI C [ Adapt ed from t he REEP Writ ing Rubr ic of t he Arlingt on Vir ginia Public Schools by t he Jam aica Plain Adult Learning Pr ogram , Bost on, Massachuset t s; not t o be used for official REEP scoring purposes] ƒ S ƒ ƒ ƒ ƒ ƒ CON TEN T & VOCABULARY longer t han ot hers w hile st ill focused on t opic sophist icat ed* vocabulary choices good knowledge of idiom s* and specialized t er m s addresses w hole t ask wit h a lot of cont ent a variet y of vocabulary choices very sm all num ber of errors ƒ addresses w hole t ask wit h an ƒ ƒ ƒ ƒ ƒ adequat e am ount of cont ent vocabulary includes som e good word choices m eaning is com plet ely clear, despit e som e errors focuses on par t of t he t ask w it h j ust enough cont ent funct ional vocabulary, but not yet sophist icat ed* m eaning is generally clear despit e som e errors ƒ focuses on par t of t he t ask but wit h very lit t le cont ent ƒ includes irrelev ant * info ƒ m eaning is not clear because of errors in word choice or usage ƒ m ost info hard t o under st and ƒ not focused on t ask ƒ very basic vocabulary, r epeat s ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ORGAN I ZATI ON & D EV ELOPM EN T clear essay st ruct ure w it h m ult iple paragraphs ideas are well developed and support ed ideas are connect ed sequent ially* and logically one or m ore developed paragraphs, wit h m ain idea and support ing det ails som e for m of essay st ruct ur e ( int ro, body , conclusion) is not iceable uses det ail for support or exam ples one or m ore w ell- developed ideas indicat es paragraphing, t hough grouping or sequencing* of ideas m ight not be effect ive very basic level of det ail som e info is irrelevant * no sequencing* , or sequencing not effect ive m ight indicat e awareness of how t o form paragr aphs ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ SEN TEN CE STRUCTURE applies a var iet y of sent ence st ruct ures w it h ease and effect iv eness sent ences show a personal w rit ing st yle m ost ly free of errors applies a var iet y of sent ence st ruct ures very few errors at t em pt s sophist icat ed* st ruct ures, such as passiv e or condit ional, perhaps wit h errors cont rol of basic st ruct ures is obvious at t em pt s com pound and com plex sent ences, t hough perhaps w it h errors ƒ sent ence st r uct ures are basic ( sim ple pr esent or past ) but som et im es err or free ƒ can use adverbials ( because, if) and correlat ing conj unct ions ( and, but , so) ƒ t hought pat t er n exist s but difficult ƒ som e sent ences are whole, but t o follow ; ideas not connect ed, or logical st ruct ure is basic, repet it ive, or copied from t ask ƒ not yet coherent * ƒ uses only or m ost ly fragm ent s or phrases ƒ st ruct ure error s obscure* sent ence m eanings GRAM M AR & M ECH AN I CS ƒ exhibit s* sk ills at or near t he " final edit " lev el ƒ earns reader t r ust ƒ persuasiv e and even VOI CE ƒ clear personal st yle m oving ƒ uses periods, com m as, capit als ƒ highly int erest ing, ev en and so fort h w it h very few if any errors ƒ spelling m ost ly accurat e, even wit h unusual v ocabulary ƒ not iceable personal ƒ uses punct uat ion and capit als ƒ exhibit s* sense of wit h few errors ƒ uses com m as wit h few errors ƒ spelling m ost ly accurat e persuasiv e st yle ƒ st rong engagem ent ƒ provides opinions, purpose, passion viewpoint s ƒ applies punct uat ion r egularly , ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ t hough wit h som e errors uses capit als, but w it h som e errors applies com m as m ost ly accurat ely som e spelling errors knows som e gr am m ar and spelling, but frequent error s dist ract , or obscure* m eaning punct uat ion is used, but som et im es inaccurat ely invent ed spelling does not use or underst and basic m echanics handwrit ing/ spelling obscures m eaning ƒ em erging voice ƒ engages audience at ƒ som e personalizat ion som e lev el ƒ aware t hat an audience is being addressed ƒ not ev ident * GLOSSARY OF TERM S ƒ " soph ist ica t e d" her e m eans t hat word choices or sent ence st ruct ures are m ore com plex and specific t han t hose used in inform al conversat ions ƒ " idiom s" are words or phrases t hat com e int o a language from repeat ed use by people; t here are no rules for t hem E.g I n Am erican English we say " get on t he ƒ ƒ ƒ ƒ ƒ bus" rat her t han " get in t he bus" The only r eason w e use " on" is t hat people hav e used t hat word repeat edly over t he years " ir r e le va n t " here m eans " not relevant " ; t hat is, t he infor m at ion does not relat e t o or fit t he m ain t opic of t he piece of writ ing " se qu e n t ia lly " m eans t hat ideas or inform at ion ar e put in an order t hat easy for t he reader t o follow " coh e r e nt " m eans t hat a st at em ent or a piece of writ ing m akes sense, t hat it is not confusing or t he m eaning hard t o underst and " e x h ibit s" m eans t hat t he reader can see t hat what ev er is being " ex hibit ed" ( for exam ple, a skill of som e kind) is really t her e " obscu r e " m eans t hat t he m eaning of a st at em ent or piece of writ ing is not clear t o t he reader , j ust as a window curt ain m ight " obscur e" a view 37 Analytic Scoring Rubric for Writing Assessment with ESOL Students Domain Score Composing Style Sentence Formation Usage Mechanics Focuses on central ideas with an organized and elaborated text Purposefully chosen vocabulary, sentence variety, information, and voice to affect reader Standard word order, no run-on sentences, completeness (no sentence fragments), standard modifiers and coordinators, and effective transitions Standard inflections (e.g., plurals, possessives, -ed, ing with verbs, and – ly with adverbs), subject-verb agreement (we were vs we was) standard word meaning Effective use of capitalization Punctuation, spelling, and formatting (starting a new paragraph) Central idea, but not as evenly elaborated and some digressions Vocabulary less precise and information chosen less purposeful Mostly standard word order, some run-on sentences or sentence fragments Mostly standard inflections, agreement, and word meaning Mostly effective use of mechanics; errors not detract from meaning Not a focused idea or more than one idea, sketchy elaboration, and many digressions Vocabulary basic and not purposefully selected; tone flat or inconsistent Some nonstandard word order, run-on sentences and word omissions (e.g., verbs) Some errors with inflections, agreement and word meaning Some errors with spelling and punctuation that detract from meaning No clear idea, little or no elaboration, many digressions Not controlled, tone flat, sentences halted or choppy Frequent nonstandard word order, run-on sentences and word omissions Shifts from one tense to another; errors in conventions (them/those, good/well, double negatives, etc.) Misspells even simple words; little formatting evident 38 ACCIDENT REPORT RUBRIC ACTIVITY Introduction: Students can be involved in a writing project from conception through assessment For example, the class could design a rubric for judging the quality of a particular writing product: a letter, essay, descriptive paragraph…or accident report Many adults find themselves confronted with the task of writing some form of an “accident report” in their lives, whether they are driving a city bus or loading boxes in a warehouse or taking care of children at a day care center or driving in their own cars Our Task: Using the empty table below and working in small groups, design a rubric for judging the quality of an accident report You’ll need to envision different categories to help assessors focus on different aspects of the report and benchmarks to distinguish different levels of quality Divide or add columns/rows as you see fit Content ƒ nearly all proper nouns are spelled correctly ƒ few errors, and none obscures meaning Grammar ƒ people's full names are provided in most cases ƒ most locational details are provided 39 ACCIDENT REPORT I was driving down Morton Street the other morning and I was hit by a white car I had just left off a lot of passengers She hit us really hard It was her fault and she admitted it She hit the bus on the other side from the door, which was lucky because I could still operate the door and keep going on my route The name of her insurance company is State Farms I gave her our office number and she’s going to call in A policeman came and said he would make a report, so that’s good 40 DRAMATIC READING RUBRIC Developed by Linda Delman Haverhill County House of Corrections EXCELLENT ƒ PRONUNCIATION ACCURACY ƒ ƒ VOICE INFLECTION EASY TO UNDERSTAND ENHANCED UNDERSTANDING OF COMMUNICATION ƒ CONFIDENT TONE ƒ NO MISSED CUES ƒ EXPRESSION FLUENCY VERY FEW PROBLEMS IF ANY COMMUNICATES MEANING CLEARLY, CONFIDENTLY ƒ SMOOTH PACE ƒ NO PAUSES GOOD ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ SOME PROBLEMS EASY TO UNDERSTAND SOME MISSED CUES EASY TO UNDERSTAND, CONFIDENT SOME MISSED CUES GOOD USE OF GESTURES, EYE CONTACT MINOR DIFFICULTY MAINTAINING PACE SOME PAUSES FAIR ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ SOME PROBLEMS DIFFICULT TO UNDERSTAND NEEDS WORK ƒ ƒ MANY MISSED CUES ƒ DIFFICULT TO UNDERSTAND ƒ MANY MISSED CUES ƒ SOME USE OF GESTURES, EYE CONTACT ƒ DIFFICLTY MAINTAINING PACE MANY PAUSES ƒ ƒ MANY PROBLEMS VERY DIFFICULT TO UNDERSTAND DIFFICULT TO UNDERSTAND DIFFICULT TO HEAR DIFFICULT TO HEAR NO COMMUNICATION, CONFUSED MANY STOPS & STARTS LONG PAUSES 41 ... as set out in the current Guidelines for Effective ABE Programs as they pertain to lesson planning An underlying principle in the Guidelines is that thoughtful lesson planning leads to high quality... next lesson? 18 V MATERIALS AND RESOURCES Listing the materials and resources that will be needed for a class, whether it be a simple photocopy or a piece of equipment, will make lesson planning. .. and provide solid bases for each teacher's lesson planning Definition of Lesson Plan The following definition was agreed upon by SABES and ACLS: "A Lesson Plan describes how learning is to be